Small variations in how information is framed or selectively presented can significantly shape how individuals interpret and internalize knowledge. Prior research has largely associated knowledge hiding with negative outcomes, partly due to its operationalization as perceived lack of help or misaligned information. In contrast, this study adopts a knowledge regulation perspective, focusing on how selective non-disclosure may shape cognitive processes. Therefore, we adopt a complementary perspective by examining evasive knowledge hiding as a form of knowledge regulation, where information is filtered and sequenced to reduce cognitive overload and prevent the formation of misconceptions.
This study examines how evasive knowledge hiding influences self-assessment among patients with Multiple Sclerosis, a context in which misconceptions and narrow mental models can significantly affect disease management. We argue that learning myopia, understood as the persistence of distorted or incomplete mental models, plays a central role in shaping how patients evaluate their own capabilities and progress. Drawing on survey data from 75 Multiple Sclerosis patients and analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM), the results reveal that evasive knowledge hiding does not directly affect self-assessment. Instead, its impact is fully mediated by learning myopia. Greater evasive knowledge hiding is associated with lower levels of learning myopia, which in turn leads to higher levels of self-assessment. These findings suggest that selective non-disclosure, when enacted as a form of knowledge regulation, may help patients avoid misleading or overly complex information that could distort their understanding.
By challenging the dominant “dark side” view of knowledge hiding, this study highlights its contingent and potentially adaptive role in specific contexts. The findings contribute to knowledge management research by reframing evasive knowledge hiding as a mechanism of knowledge regulation and to healthcare research by showing how managing information flows can support more accurate self-evaluations among patients. Overall, the study uncovers a paradoxical pathway through which knowledge hiding can enhance learning outcomes by reducing cognitive distortions.